Module LZC-1004:
Chinese for Beginners 2

Module Facts

Run by School of Arts, Culture and Language

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Shasha Wang

Overall aims and purpose

  1. To enhance students’ understanding of Chinese grammar, and to develop a more complex understanding of grammatical structures;
  2. To develop oral skills towards intermediate level, and enable students to understand and respond to more complex spoken information in Chinese;
  3. To enhance students’ vocabulary acquisition and enable them to read and understand texts close to the intermediate level in Chinese;
  4. To enable students to translate short texts into English and produce coherent short pieces of writing in Chinese.

Course content

The module is aimed at all first year students who have completed Chinese for Beginners 1. The module aims to develop the basic oral, aural, reading and written skills acquired in Semester 1 in order to bring students up to and beyond a level of proficiency equivalent to ‘A’ level. Students apply the grammatical principles learned in Semester 1 to write longer paragraphs and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video comprehension exercises. Students are also required to make individual presentations on more sophisticated topics.

Assessment Criteria

excellent

70+%: An excellent knowledge of vocabulary and grammar and an excellent ability to translate and paraphrase the prescribed range of texts. Excellent oral and aural competence.

threshold

40-49%: A limited knowledge of vocabulary and grammar and a limited ability to translate and paraphrase the prescribed range of texts. Basic oral and aural competence.

good

50-59%: A good knowledge of vocabulary and grammar and a good ability to translate and paraphrase the prescribed range of texts. Good oral and aural competence.

Learning outcomes

  1. be able to produce sentences and short paragraphs using a range of vocabulary and grammatical constructions, and translate more complex sentences and short texts from English into Chinese and vice versa;

  2. be able to read short Chinese texts;

  3. be able to conduct simple dialogues on a selection of more sophisticated topics.

  4. be familiar with features of Chinese sentences structures including complements, particles, aspects and comparison;

  5. have extended their knowledge of Chinese as learned in LZC1003 and increased their vocabulary, both in spoken and written forms;

Assessment Methods

Type Name Description Weight
Written Assignment 20.00
Grammar & written Class Test 20.00
Oral Exam 20.00
Written Exam 40.00

Teaching and Learning Strategy

Hours
Lecture

Lectures– 4 hours per week for 11 weeks (1 class on writing, 1 class on grammar, 1 on oral/aural skills)

 44
Tutorial

1 hour’s tutorial per week for 10 weeks

 10
Private study 146

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Studying the countries or regions where the target language is used, including aspects of their literatures, cultures, linguistic contexts, history, politics, geography and social or economic structures. (Benchmark statement 5.10)
  • Sensitivity to and analysis of grammar and syntax in the target language, as well as morphology and phonology.
  • The ability to develop independent study skills, such as making effective use of notes. (Benchmark statement 5. 8, and 5.9)
  • Studying the countries or regions where the target language is used, including aspects of their literatures, cultures, linguistic contexts, history, politics, geography and social or economic structures. (Benchmark statement 5.10)
  • The ability to extract and synthesise key information from written and spoken sources in the target language. (Benchmark statement 5.3, 5.4, 5.14)
  • The ability to write an analytical film and/or book review in the target language.
  • The ability to use the target language creatively and precisely in more substantial written assignments in the target language. (Benchmark statement 5.14)
  • The ability to translate more substantial passages into and out of the target language. (Benchmark statement 5.3, 5.4)
  • Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
  • Enhanced oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
  • The ability to use the target language creatively and precisely in oral assignments, showing ease with a wider range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
  • Further develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
  • The ability to read, understand and summarise more complex written texts in the target language. (Benchmark statement 5.3, 5.4)
  • Sensitivity to and analysis of grammar and syntax in the target language, as well as basic morphology and phonology. (Benchmark statement 5.8, and 5.9)
  • Basic reading and listening skills in the target language as well as vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
  • The ability to make effective use of notes and to carry out independent study. (Benchmark statement 5.15)
  • Develop verbal communication skills in the target language through group work and class discussions. (Benchmark statement 5.8)
  • The ability to read, understand, translate, and write short texts in the target language (benchmark statement 5.13, 5.14, 5.15 and 5.16)
  • Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)
  • Further develop students's verbal communication skills through group work and class discussions.
  • The ability to read, understand, translate, and write more complex texts in the target language. (Benchmark statement 5.13, 5.14, 5.15, and 5.16)
  • 1. The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
  • 2. The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
  • 4. Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
  • 5. The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
  • 6. Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
  • 7. The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
  • Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)
  • The ability to extract and synthesise key information from written and spoken sources in the target language. (Benchmark statement 5.3, 5.4, 5.14)

Resources

Resource implications for students

Students will need to purchase the core textbook. The core textbook is likely to cost about £15-£20. Copies of the above books will be ordered for the university library.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/lzc-1004.html

Reading list

Core textbook: Chinese in Steps Student Book 2 (Paperback, one volume ed., incl. 1 CD)

Recommended Reading: Bellassen, J., Zhang, P. and Artuso, C. (1997) A key to Chinese speech and writing =: Han yu yu yan wen zi qi meng. Di 1 ban. Beijing: Hua yu jiao yu chu ban she.

Hai, H. and Honghai (2000) Ming jia bi xia de gou er men. Di 1 ban. Shanghai: Hok-lam.

‘Han yu 900 ju’ bian xie zu (2006) Han yu 900 ju: Everyday Chinese : authentic language for real-life communication. Di 1 ban. Beijing Shi: Wai yu jiao xue yu yan jiu chu ban she.

Hsueh, S. and Bar, N. (2014) Chineasy: the new way to read Chinese. London: Thames & Hudson.

Jen, T. and Zhu, Minqi (2008) Shuo hua de ti: Learn to speak Chinese through contextualized dialogues. Beijing: Shang wu yin shu guan.

Jiao, F. and Liu, zhe shu (2011) Kan tu xue liang ci =: Learning Chinese measure words : illustrated. Di 1 ban. Beijing: Sinolingua.

Joël Bellassen (1997) A key to Chinese speech and writing = Han yu yu yan wen zi qi meng. Di 1 ban.

Kan, Q. (1999) Colloquial Chinese: the complete course for beginners. Rev. ed. London: Routledge.

Kan, Q. (2015) Colloquial Chinese 2: the next step in language learning. [Second edition?]. Abingdon, Oxon [England]: Routledge, Taylor & Francis Group.

Kleeman, J. and Yu, H. (eds) (2010) The Oxford Chinese Dictionary: English-Chinese - Chinese-English. Cambridge: New York, NY.

Lao, S. (2011) Ma ku xian sheng. Di 1 ban. Bei jing: Bei jing yan shan chu ban she.

Li, D., Cheng, M. and Jin, D. (2011) Wai guo ren shi yong Han yu yu fa =: A practical Chinese grammar for foreigners. Xiu ding ben, di 1 ban. Beijing: Beijing yu yan da xue chu ban she.

Liu, Y. and Zhai, Y. (2004) Han yu kou yu chang yong ju =: Basic Chinese sentences = Hanyukouyuchangyongju. Di 1 ban. Beijing Shi: Beijing yu yan da xue chu ban she.

Lui, X. (2015) New Practical Chinese Reader. 3rd edition. Beijing: Beijing Language & Culture University Press.

Quing, X. and Xi, Q. (2012) Xiao hong fen wei xiao shuo. Di 1 ban. Shang hai: Shang hai wen yi chu ban she.

Shi, D. and Luo, W. (2009) Han zi de zhi hui =: The wisdom of Chinese characters. Di 1 ban. Beijing Shi: Beijing yu yan da xue chu ban she.

Wang, J. (2010) Xin Han yu shui ping kao shi mo ni shi ti ji: HSK yi ji. Di 1 ban. Beijing: Beijing yu yan da xue chu ban she.

Wilkinson, E. P. and Harvard University. Asia Center (2015) Chinese history: a new manual. Fourth edition. Cambridge, Massachusetts: Harvard University Asia Center, for the Harvard-Yenching Institute.

Yip, P. and Rimmington, D. (2009) Basic Chinese: a grammar and workbook. 2nd ed. New York, NY: Routledge.

Yip, P., Rimmington, D., Zhang, X., Henson, R. and NetLibrary, Inc (1998) Intermediate Chinese: a grammar and workbook. London: Routledge.

Yu, F. and Lamping, A. (2015) Talk Mandarin Chinese. Second edition. Harlow, Essex, England: BBC Active, an imprint of Educational Publishers, LLP, part of the Pearson Education Group.

Zang, X. (2016) Understanding Chinese society. Second edition. London: Routledge, Taylor & Francis Group.

Zhang, G. X., Li, L. M. and Suen, L. (2011) Chinese in steps: Student book1. [New ed.]. London: Sinolingua London Ltd.

Zhang, G. X., Li, L. M. and Suen, L. (2012) Chinese in steps: Student book 2. [New ed.]. London: Sinolingua.

Zhang, J., Lü, D. and Xu, J. (2008) HSK yu fa jing jiang jing lian =: Practicing HSK grammar. Beijing: Hua yu jiao xue chu ban she.

Zhao, G. (2015) ‘The Contemporary Chinese Dictionary’, International Journal of Lexicography, 28(1), pp. 107–123.

Zheng li jie (2007) 21 tian zheng fu HSK(gao deng) yu fa. Bei jing: Wai yu jiao xue yu yan jiu chu ban she.

Zhongguo she hui ke xue yuan. Yu yan yan jiu suo. Ci dian bian ji shi (2002) Xian dai Han yu ci dian: Han Ying shuang yu = The contemporary chinese dictionary : Chinese-English edition. 2002 nian zeng bu ben, di 1 ban. Beijing Shi: Wai yu jiao xue yu yan jiu chu ban she.

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: